ng to memory. (3) It may lead, often does, to unwise election
of courses. Some teachers mark higher than others. Under the influence
of our system students are very quick to learn these individual
characteristics, and those who have developed the "itching palm" know
how to profit by that knowledge. (4) It places students who receive
extra credit for quality at a disadvantage in seeking to enter other
institutions of learning. The credits thus gained will not be
recognized. This would operate only in making the transfer during the
undergraduate period, but it does there.[1] (5)

[1] Experience has shown that I was in error in the statement of
this sentence. It has been found to operate to the disadvantage of
our students entering other institutions in graduate as well as
undergraduate departments. Graduate schools have become very
particular, some of them not being satisfied without passing in
review well nigh the entire former school life of an applicant,
apparently to assure themselves that no short-cuts have been made.
This fact is an interesting confirmation of the position of this
article relative to the importance of content--when it pleads for
quantity, as well as quality.

This entire matter is made clear by referring to one instance.
Others could be cited. One of our graduates, Miss Ethel J. May,
a very strong student, "profited" by the so-called
"credit-for-quality" system to such an extent that she shortened her
undergraduate period of study by an entire year, receiving her
degree with honor. Then she taught for a few years with signal
success, later returning for graduate work. For her Master's degree
she spent an entire year in study, since the system did not operate
in the graduate department. Again she taught with success, later
entering the University of Illinois as an applicant for the
doctorate. Here it was that her troubles began, and all because she
had thus "profited" way back in her undergraduate days. She was told
that the year "saved" would now have to be made up--that the period
of study for her doctorate would have to be at least three years,
and this in spite of the fact that she held the degree of Master of
Arts from a state university of the first class, and was planning to
continue along the same lines of work. After considerable discussion
and institutional negotiation, this mu